Literaturnachweis - Detailanzeige
Autor/inn/en | Andre, Thomas; und weitere |
---|---|
Titel | Adjunct Application Questions Facilitate Later Application, Or Do They? |
Quelle | (1978), (26 Seiten)
PDF als Volltext |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Tagungsbericht; Cognitive Processes; Difficulty Level; High Schools; Higher Education; Learning Processes; Multiple Choice Tests; Prose; Questioning Techniques; Reading Comprehension; Recall (Psychology); Research Reports Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Prosa; Befragungstechnik; Fragetechnik; Leseverstehen; Abberufung; Research report; Forschungsbericht |
Abstract | In three experiments subjects (college and high school students) read passages which described psychological principles and answered either adjunct application or factual questions while reading. Questions were presented either before, after, or both before and after the parts of the passage that answered the questions. Subsequently subjects took a posttest containing new factual and application items. The important result was that subjects given factual prequestions or factual pre- or post-questions did better than subjects given adjunct application questions. This result conflicted with previous findings and theorizing and raised questions about boundary conditions within which previous generalizations apply. (Author/RD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |